Addressing Benchmark 1:
Knows characteristics and movement patterns of the planets in our Solar System (e.g., planets differ in size, composition, and surface features; planets move around the Sun in elliptical orbits; some planets have moons, rings of particles, and other satellites orbiting them)
Knowledge/Skill Statements covered under Benchmark 1:
1.Knows the movement patterns of the planets in our Solar System
2.Knows that the planets differ in surface features
3.Knows that the planets move around the Sun in elliptical orbits
4.Knows that some planets have satellites orbiting them
Net-S: Resource and information fluency -process data and report results.
A. (Analyze your learners)
This lesson is intended for seventh grade students as an introductory of information on the Solar System appropriate to their grade level. They are only expected to have previous knowledge from prior grade levels as outlined in the SSS and information covered in “Day 1” of this lesson plan.
S. (State your objective)
Objective:
Given reading material, a podcast, access to a computer/laptop, planet handouts and writing utensils, the seventh graders in my class will be able to identify key facts regarding the individual planets in our solar system and paraphrase such information within groups to record on planet cut outs: at least one statement per knowledge area covered, followed by a presentation of their findings to the class.
-When achieved this objective will cover the knowledge, comprehension, application, and evaluation levels on Bloom’s taxonomy.
S. (Select media and materials) -Textbook
-Computer
-Podcast
-Print outs of planets (from previous lesson)
-Pens
-Internet Access
U. (Utilize media and materials)
Textbook- For students to do individual reading
Computer/Podcast/Internet Access: To present podcast at the beginning of the lesson in order to get students thinking about why and how objects orbit in space.
Printouts of Planets/ Pens: In groups students will continue to record information about the planet they were assigned on their planet cutout
R. (Require Learner Participation)
Students will listen to podcast as a class, followed by a group discussion to further their understanding on the information mentioned. After the podcast, students will do individual reading from their textbook, which will cover the above-mentioned Knowledge/Skill Statements. Finally, students will divide into their eight groups from the previous day and continue to add information to their assigned planet. All Knowledge/Skill Statements above must be answered. Planets will continue to be on display in the classroom. Each group will present their planet to the class when all of the information is complete. Students are expected to take notes on their classmates’ presentation.
E. (Evaluate)
Student comprehension will be evident based on the completion of their assigned group work, participation during group conversation, and presentation of their groups’ planet.
Addressing Benchmark 1:
Knows characteristics and movement patterns of the planets in our Solar System (e.g., planets differ in size, composition, and surface features; planets move around the Sun in elliptical orbits; some planets have moons, rings of particles, and other satellites orbiting them)
Knowledge/Skill Statements covered under Benchmark 1:
1.Knows the movement patterns of the planets in our Solar System
2.Knows that the planets differ in surface features
3.Knows that the planets move around the Sun in elliptical orbits
4.Knows that some planets have satellites orbiting them
Net-S: Resource and information fluency
-process data and report results.
A. (Analyze your learners)
This lesson is intended for seventh grade students as an introductory of information on the Solar System appropriate to their grade level. They are only expected to have previous knowledge from prior grade levels as outlined in the SSS and information covered in “Day 1” of this lesson plan.
S. (State your objective)
Objective:
Given reading material, a podcast, access to a computer/laptop, planet handouts and writing utensils, the seventh graders in my class will be able to identify key facts regarding the individual planets in our solar system and paraphrase such information within groups to record on planet cut outs: at least one statement per knowledge area covered, followed by a presentation of their findings to the class.
-When achieved this objective will cover the knowledge, comprehension, application, and evaluation levels on Bloom’s taxonomy.
S. (Select media and materials)
-Textbook
-Computer
-Podcast
-Print outs of planets (from previous lesson)
-Pens
-Internet Access
U. (Utilize media and materials)
Textbook- For students to do individual reading
Computer/Podcast/Internet Access: To present podcast at the beginning of the lesson in order to get students thinking about why and how objects orbit in space.
http://spaceplace.nasa.gov/podcasts/en/
Titled “Why do planets Orbit the Sun?
Printouts of Planets/ Pens: In groups students will continue to record information about the planet they were assigned on their planet cutout
R. (Require Learner Participation)
Students will listen to podcast as a class, followed by a group discussion to further their understanding on the information mentioned. After the podcast, students will do individual reading from their textbook, which will cover the above-mentioned Knowledge/Skill Statements. Finally, students will divide into their eight groups from the previous day and continue to add information to their assigned planet. All Knowledge/Skill Statements above must be answered. Planets will continue to be on display in the classroom. Each group will present their planet to the class when all of the information is complete. Students are expected to take notes on their classmates’ presentation.
E. (Evaluate)
Student comprehension will be evident based on the completion of their assigned group work, participation during group conversation, and presentation of their groups’ planet.